their course of instruction, 266;
effect of their educational system, 267;
their object, 271;
methods in education, 270, 342;
value of their methods, 272;
spread of their schools, 273, 276;
in Germany, 273;
in Vienna, 274;
at Heidelberg, 275;
preparatory schools of, 276;
reputation of their schools, 277;
in France, 278;
in England, 280;
in America, 281;
in South America, 282;
in the United States, 282, 285;
their schools kill Protestantism, 290, 337.
John the Baptist, his coming, 119;
education of, 120.
Knowledge gained by experiment, 35;
comes through the senses, 39, 397.
Latin, in papal schools, 186;
its value to the papacy, 188;
Ratich on, 343;
Comenius on, 344.
Life, the result of faith, 36;
comes through true education, 40, 67;
true science of, 40, 41.
Locke, John, on classics, 345;
on choice of a teacher, 346.
Logic versus Scriptures, 152;
in papal schools, 189, 200.
Lot, chooses a worldly school, 65, 66;
result to him of wrong education, 67.
Loyola, his influence in education, 264.
Lucifer in the heavenly school, 16-21.
See Satan also.
Luther, his part in reformation of education, 227-247;
as a teacher, 227;
his plea for schools, 228;
his educational plans, 231;
his ideas of teachers, 232;
recognized the value of nature-study, 234;
one with Melancthon, 237;
his students, 240;
his words concerning the Bible, 291.
Mann, Horace, father of the public school, 317-319.
Manual training, Christ’s attitude toward, 125;
correlated with mathematics, 369-373;
its value in education, 375, 402;
in farm and garden, 375-378.
Mathematics made practical, 369-373.
Melancthon in education, 235-247;
one with Luther, 237;
his students, 240;
views of education, 240;
prepares text-books, 241.
Medical study, effect of Dark Ages upon, 194-196;
corrupted during Dark Ages, 199.
Memory work, prominent in papal schools, 186, 187, 342;
after Reformation, 259.
Meteorology, 27, 28.
Mind, the highest form of creation, 24, 25;
effect of disobedience on, 34;
of man before the flood, 42.
Mineralogy, 27, 28.
Ministers, trained at Harvard, 299-301.
Missionaries, children rightly trained will become, 143.
Modern reformers, 326;
oppose too much language study, 343.
Monks, their system of education, 178;
control education, 179.
Montaigne on cramming system, 348.
Murder, a result of education by reason, 44.
Music, in schools of Israel, 80.
Mysticism, 177.
Nature, result of studying if God is not taken into account, 52, 53;
the first study of Christ, 121;
taught from by Christ, 134, 314;
Luther on study of, 234;
study of in modern schools, 327;
study of prevents “cramming,” 352;
its study based on doubt, 354;
study of not to supersede the Bible, 387.
Noah a teacher of righteousness, 46, 47.
Origen, his birth and education, 169;
his reasons for studying philosophy, 169, 170;
represents mixture of pagan and Christian ideas, 170;
his system of education, 170-175;
a higher critic, 172.
Pagans, education of, 92-116;
education of was self-worship, 93;
classics in education of, 109-112;
their attitude toward Christian education, 147.
Papacy, human origin of, 36, 44, 154-162;
produced by mixture of educational systems, 72, 73;
as seen in school of Clement, 163-167;
to be overthrown only by Christian education, 183;
its tyranny over thought, 184;
primary schools of, 185;
emphasized memory work, 186, 187;
taught Latin, 186;
text-books of, 188;
studies in schools of, 188;
geography as taught in schools of, 190;
manner of meeting opposition, 199;
medicine as taught by, 199;
suppresses Arabian schools, 203;
grants degrees, 208;
why it wishes to control education, 211, 212;
secret of its power, 214;
relation to Arabian learning, 219;
dropped in education, 238;
a return to, 258, 269;
aided in United States by Jesuit schools, 285;
its influence as seen in Harvard, 303, 310;
principles of in William and Mary College, 301;
tendency to revert to, 308;
union of with Christian principles, 309;
degrees a mark of, 334;
consists in union of church and state, 335;
mechanical teaching a mark of, 344;
“cramming” one of its methods, 347;
doubt a characteristic of, 355.
Pelagianism, its origin, 181.
Penance, its origin, 181.
Pestalozzi, 326;
defines education, 380.
Philosophy, origin of false, 45;
false, 98, 104;
personified by Plato, 110.
Physics, 27, 28.
Physicians, treatment during Dark Ages, 195-197.
Physical degeneracy the result of sin, 38, 39.
Physical plane as opposed to spiritual, 43, 44, 69, 83-85, 385.
Physiology, in Jewish schools, 79;
during Dark Ages, 198;
the central science, 399, 402.
Plato, his work as an educator, 101-111;
result of adopting his philosophy in a Christian school, 150-152;
Origen studied, 170;
personifies heathen philosophy, 170.
Platonism the source of higher criticism, 173.
Poetry in Jewish schools, 80.
Preface, 1.
Prenatal influence, instructions concerning, 76.
Preparatory schools, those of Melancthon, 242;
of Jesuits, 276;
during Revolutionary period, 306;
standard for set by colleges, 320;
should follow church school, 405.
Protestantism favorable to education, 225;
effect on education, 251;
fails to see importance of education, 255;
result of her failure to educate, 264;
intrusts her children to Jesuits, 277;
Jesuits seek to destroy, 283;
papal or Christian education for? 286;
born of Reformation, 288;
killed by Jesuit schools, 290-337;
in American schools, 292;
weakens with coming of false education, 308;
must educate her children, 407-415.
Public schools of Julian, 148-150;
in the United States, 317-319.
Puritans, their attitude toward education, 294;
leave England, 292;
in New England, 296.
Ratich on Latin, 343.
Reason supplants faith, 18, 33, 41, 97, 168, 171, 174, 182, 385;
accepted by Cain, 43;
rejected warning of the flood, 47;
result of exalting, 362-364.
Reformation, its relation to education, 3, 4;
an educational reform, 214-247;
classics in, 216-218;
Agricola a forerunner of, 220;
science during, 220;
education and, 221-247;
part of Erasmus in, 224;
its meaning in education, 234;
Reuchlin, a forerunner of, 224;
opposed in education, 243;
part of in education, 254;
results of, 248-251;
reaction after, 268.
Republicanism, its origin, 288;
affected by education, 297;
weakened by wrong education, 308.
Reuchlin, a forerunner of Reformation, 224.
Rome, English college at, 281.
Russia, school gardens of, 376-378.
Satan, his teaching in Eden, 30-36.
See Lucifer.
Saxony school plan, 244.
Senses, education of not to be trusted, 34, 48, 396;
the source of _knowledge_ not _wisdom_, 39;
cultivation of among pagans, 97.
School, in heaven, 15-21;
in Eden, 22-37;
character developed in worldly, 44;
before flood, 45, 46;
of Abraham, 63, 64;
location for, 66;
Sturm’s 260-263.
Schools of prophets, 77;
of early Christians, 146, 147;
gradually become pagan, 156-183;
of the Dark Ages, 180;
cling to papal methods, 192;
reform needed from these methods, 193, 212;
Arabian, 200-203;
Luther’s plea for, 228;
strength to church, 230;
established in Germany, 233;
of Melancthon, 242;
Protestant, 253;
Sturm’s influence on modern, 263;
of Jesuits, 266-287;
methods in Jesuit, 270;
ask state support, 311, 332-334;
of Catholics in America, 335;
of Comenius, 365;
gardens in connection with, 376-378.
Scholasticism kills education, 256;
in American schools, 309, 312.
Science, rejects warning of flood, 47;
taught in Harvard, 322;
without Bible produces infidels, 327;
modern study of, 353, 387-393;
physiology the central, 399;
correlation of, 401.
Sin, physical death its result, 36;
results in physical degeneracy, 38, 39.
Spirit of God the source of wisdom, 39;
withdrawn because of wrong education, 50, 51;
the true teacher, 340.
Spiritual plane of living opposed to physical, 43, 44, 52, 69, 385;
reached by faith, 70;
Israel to live on, 71;
chosen by Christ, 123, 126.
Spartans, their educational system, 100;
Socratic method, 356;
accepted by ministers, 360.
Solomon, his wisdom, 87.
State schools ask support of, 311;
assumes responsibility of education, 313-315;
should it support schools? 332-334;
unites with education, 335;
can not teach religion, 383.
Students, their influence on government and society, 211;
character of Luther’s, 240;
character of after Reformation, 263.
Sturm, his school, 260-263;
influence on modern schools, 262.
Teacher, Christ the true, 18, 19, 127;
Noah as, 46;
Abraham as, 57;
Luther as, 227;
Holy Spirit the true, 340;
qualifications of Christian, 398.
Teachers, the first ones angels, 16;
a choice made of, 19, 20;
Israel chosen as, 71;
Luther’s idea of, 232;
how Locke would choose, 346.
Teaching, divine method of, 29;
depends upon life, 128.
Temptation, the first, 30-35;
of Christ, 127.
Text-books, Bible as chief one, 78, 381-383;
Christ used Bible as first one, 134;
Bible the chief one used by early Christians, 142;
used by papacy, 188;
a reform needed in, 193;
prepared by Melancthon, 241;
Luther opposes too many, 245;
too close adherence to, 376;
need of, 403.
Theology, modern method of study in, 354.
Trade, learned by all Jewish youths, 82.
Training-schools among early Christians, 146;
need of at present time, 405.
Tree of life, a symbol of true education, 40, 50.
Tree of knowledge, a symbol of false education, 40;
brought death, 50.
United States, Jesuit schools in, 282;
education in, 293-315.
Vienna, Jesuit schools in, 274.
William and Mary College, papal principles in, 304.
Wisdom, its source, 9-14;
comes through God’s Spirit, 39;
Solomon’s, 87;
of the Egyptians, 99;
differs from knowledge, 397.
Wittemberg, Melancthon in, 236, 238;
education at, 239.
Worldly schools, character developed in, 44;
chosen by Lot, 64;
death the result of education in, 67;
in Egypt, 83-85.
Yale College, 303.
Zoology, taught in Eden, 27;
false teaching of, 389.
The Desire of Ages
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